Being a middle school teacher is a challenging and rewarding experience. It requires that teachers are responsive to young adolescents’ physical, neural, cognitive and socio-emotional changes, which in turn, should result in professionals that go beyond their subject matter into actually broadening their clinical skills. Manning and Bucher (2012) corroborate that thought explaining that excellence in teaching depends on how the teachers understand middle schoolers’ uniqueness and how they answer to their needs (28). Middle school educational experiences should reflect young adolescents’ development so that academic requirements could be accommodated according their particular needs and student learning outcomes optimized due to challenging and relevant content. For instance, sleeping patterns, growth spurt, cognitive development and socio-emotional regulation are factors that if not properly addressed, will interfere in middle schoolers’ academic results.

Besides being knowledgeable about young adolescents’ needs, it is important that teachers are aware of such needs in light of the contemporary issues teens face (Manning and Bucher, 2012, 28). Therefore, the ability to reflectively listen to the students and acknowledge their difficulties and frustrations, will help them learn how to regulate their own emotions while going through this period of drastic changes. I strongly agree with Manning and Bucher (2012) that motivational support is as important as effective curriculum and instruction (28); in other words, by developing a trustworthy and caring relationship with young adolescents and a positive school climate, they’ll feel that the school is a safe place to learn. Brown and Knowles (2007) also agree that community members and teachers can exert strong influence on young adolescents (45). Therefore, guiding them to further maturity through the development of good interpersonal relationships will also improve academic learning.

Besides being seen as new implementations to improve middle schoolers achievement, “The middle school concept” should be seen as a deep change in personal paradigms that will result in changes in the schools’ culture. In other words, the actual “change” starts within the school staff and then spreads into the school as an organization. That can be a daunting task since it “forces” professionals to leave their comfort zone, tapping into unknown areas. That’s how I perceive some of the staff at Oakwood School, they feel they are getting into an unknown territory and they are not sure it is going to be feasible. For instance the sixth grade teacher sees the Turning Points, Great Transitions and This We Believe recommendations as “too much”, while the guidance counselor believes that they can be a good middle school without putting into practice “all” the recommendations (21). In order to really be a middle school, Oakwood should develop family-community partnerships, interdisciplinary teams, challenging and student-centered curriculum and assessments that promote active learning. The school should also be developmentally responsive with regards to scheduling; promoting young adolescents’ wellness and nurturing relationships between teachers and students (Manning and Bucher, 2012, 7-15).

I believe that the Oakwood School leaders should start this educational “re-engineering” by implementing changes in the organizational culture, that is, the staff should be on the same page and they aren’t. A good way to start changing their organizational culture would be through meetings with all the school staff, so that the team can determine where “they are” in terms of educational excellence and “where they want to be” and then start brainstorming solutions. Oakwood School seems to be focused on long-term goals (three year plan), they should also have short-term goals (6 months plan) so that they can efficiently speed up the process. “The idea would be to avoid change just for the sake of change and to avoid making too many changes at one time” (21), I agree with Oakwood School that the school staff needs time to internalize all those changes but, there are many resources that can help teachers and school administration to truly get on board. For instance, brainstorming sessions structured by the Ishikawa Diagram would help them identify possible causes for the problems the school is facing.

Manning and Bucher (2012) affirm that “The student centered emphasis of the middle school lends itself to the promotion of inclusion” (18). Although Oakwood School decides to start focusing on the development of exploratory programs on the third year, they don’t mention anything about curriculum and how it would be designed. I would suggest that the team consider implementing a student-designed curriculum using the Curriculum Integration Model explained by Brown and Knowles (2007). The authors emphasize that a curriculum that follows the Curriculum Integration Model is developed by teachers and students together. It also takes into consideration the students’ concerns and questions rather than the demands of standardized achievement tests (131). In that way, the students are learning based on what is significant in their lives, they are also learning the principles of democracy and most importantly they feel motivated to learn.

I agree with the 3 year plan, except that I’d recommend that exploratory programs would also be developed on the first year. Effective middle schools answer to the needs of its young adolescents and implementing exploratory programs is an urgent matter since they motivate students to learn and help them develop skills that are fundamental for high school, college and real life.

In order to identify and explicate common elements among the essays of Achebe, Chinweizu and Ngugi, I believe it would be relevant to mention the historical context of colonization and decolonization processes in Africa. Besides reflecting on the outcomes of colonialism and neo-colonialism, the three essays in a certain way represent a response to each other. In other words, I believe that when comparing the three essays, Achebe sort of sets the ground for discussing territorial, mental and intellectual colonization, while Chinweizu and Ngugi develop and deepen Achebe’s thoughts.

The African colonization process when analyzed through the perspective of exploitation can certainly be characterized as cruel and unfair. Allan Lester, in his article “ Settlers, the State and the Colonial Power: The Colonization of Queen Adelaide Province, 1834-37”, considers that the nineteenth century is featured as a period of dramatic changes in the African political scenario in which African kingdoms and empires suffered deep modifications in their political structure. In the long run, political instability aligned to lack of competitive technological warfare, results in the Africans’ inability to organize and maintain effective resistance force against the European invaders. The so-called humanitarian aspect of colonialism hid despotic policies, which resulted in mental and intellectual colonization (1998, p. 237). Later on, in the age of decolonization, William Zartman in his article, “Europe and Africa: decolonization or dependency?” questions to what extent Africa is truly being decolonized. The author further elucidates that while sovereign and military control was removed from the African territory, Europe still kept exerting political and economic control. Last but not least, the European cultural conditioning remained affecting Africa and Africans in several areas such as the construction of knowledge in the “African literature” (1976, p. 326).

The concept of African literature has been intensively debated among African writers. Among the most popular topics are the imposed influence of European elements on Africans writers and the usage of English and other national languages when writing about African culture and literature. Gikandi (2008) delimits the occurrence of what is now known as modern African literature in the crucible of colonialism. He also clarifies that although oral literature and Arabic writing were thriving practices in the pre-colonial period, the current literary scholarship could not have happened if Africa and Europe had not faced an impactful encounter (p. 54). That said, much has been discussed about the state of African literature and its definition. For instance, during the Makerere University conference in 1962, the final verdict about African literature and its definition is, “creative writing in which an African setting is authentically handled or to which experiences originating in Africa are integral” (Ten, 2011). Nonetheless, Achebe (1975) discords with that small and neat definition; the author complements highlighting that African literature should not be seen as one single unit but as a group of connected units (246).

Assuming Achebe and Gikandi’s principles that African literature is a complex interaction between national and international cultural elements, one can clearly notice that in “Things Fall Apart”, Achebe responds to Conrad’s novel “The Heart of Darkness”, showing the clash between colonialism and traditional culture using the Africans’ point of view. Achebe provides Africans and the rest of the world with a different perspective about his country and culture. As a consequence, the author opens doors for other African authors to write about themselves and their culture as autonomous individuals. Old paradigms such as the classification of Africans as “rudimentary souls” presented by Conrad were fiercely questioned by Achebe (p.41). Later on, in “Decolonizing the African Mind”, Chinweizu (1987) urges the reader to start the “re-Africanization” process, in which consists of the restoration of the African cultural personality. Chinweizu believes that Africans were culturally conditioned by two different factors: the Europeans using industrial civilization as means of control and the Arabs using religion and the promises of the celestial kingdom. At this point, one can attribute the “dismantling of white supremacist beliefs” practice, suggested by Chinweizu as an element that is also present in Achebe and Ngugi’s works. For instance, Achebe in “ An image of Africa”, makes it clear through the statement, “ […] quite simply is the desire- one might say the need- in Western psychology to set Africa as a foil to Europe, as a place of negation, at once remote and vaguely familiar, in comparison with which Europe’s own state of spiritual grace will manifest […](p.108). In other words, the British point of view expressed by Conrad in his novel corresponds to an image of Africa as the antithesis of Europe and as a consequence, an antithesis of civilization. Thus, Achebe is angered by the Africans’ dehumanization presented by Conrad, which also resides in Chinweizu’s concept of “white supremacist beliefs”.

Another interesting point is the longstanding debate about using English as a communication vehicle of African literature. Ten (2011) interestingly sheds light on how Ngugi is appreciative of Achebe’s complex novels and to a certain extent was inspired by him. Nonetheless, Ngugi radically accused Achebe of betrayal because of using English when writing African literature. Furthermore, Ten (2011) explains Achebe’s “preference” for writing in English since it would be challenging to reach out for readership on a large scale if he published in his mother language. For Achebe, the advantages of promoting African literature and preserving Africans’ history and customs using English, surpass the disadvantage of also promoting the “oppressors’ language”. On the opposite end of the spectrum in the debate, Ngugi fiercely attacks the usage of English when writing about African literature. Ngugi’s point of view is that besides being a communication vehicle, language also carries a nation’s culture, history, tradition and ideals (p.02). Indeed, to some extent, one might wonder if deep cultural aspects of a given nation would not be possibly lost in translation when switching from the mother tongue to a national language such as English. How authentically and effectively portrayed would the African culture be, if the writer is taking the risk to lose the intricacies of his mother tongue? In addition, Ngugi (1993) addresses what is almost a lack of respect to Africa and its culture; the so-called experts in African literature are not required to have a minimum knowledge or familiarity with any African language. It is almost unquestionable that a French literature expert would have to know how to speak the French language. While both Achebe and Ngugi are concerned about preserving disappearing cultures, Achebe seems to be more acquiescent to the reality of post-colonial Africa. Contrarily, Ngugi acts more radically and calls for resistance against ongoing oppression in a continent under the influence of neo-colonialism.

Another common element among the essays of Achebe, Chinweizu and Ngugi can be represented by an excerpt of a 2008 Transition interview in which Achebe affirms that, “I think that where we’re headed is the final realization that Africans are people: nothing more and nothing less.” Whether through Achebe’s common sense, Ngugi’s radical attitudes or Chinweizu’s exhortation to critical thinking, all of them urge the readers to notice Africans as people: “nothing more and nothing less”. Thus, the understanding of Africans as people also means the understanding of their full intellectual, cultural, political and economic capabilities. In “Creating Space for a Hundred Flowers to Bloom”, Ngugi (1993) brilliantly recalls how literary and intellectual movements are often a reaction to social and economic domination. For instance, one might cite the Negritude Movement in which the writer Senghor shifted the ideology of response to racism to a political movement exhorting Africa’s independence. Although there are several definitions of the Negritude Movement, it is quite complex to achieve a common denominator since it addressed many areas of thought. Examples are Sartre’s definition as “antiracism racism” and Irele’s as “the quest for identity in the heritage of African civilizations’ histories” (Lowder, 2003, p. 4). Another interesting aspect to point out is that the evolution of the Negritude Movement also reflects Senghor’s life. In other words, Senghor’s duel identity as an African and French man and his struggles to integration reflected on his writings. As consequence, the Negritude Movement was a product of colonialism, as was Senghor.

To conclude, one might infer that probably the most important common element among Achebe, Chinweizu and Ngugi’s essays is the fully realization of Africans as capable people. In order to acknowledge Africans as capable people, it is important to respect the African culture and their sovereignty as means of collaborative production with other nations, not submissiveness. The three authors recognize the need of interaction with European nations, however, the Europhone should have its proper place; as a “footnote in African literature” (Ngugi, 1993, p. 156). Also, the three authors believe in learning and enriching through diversity, provided that Africans apply their critical thinking and decide whether or not to use foreign elements to their benefit. The decolonization process is more than an external battle; it is a battle within each individual against ingrained cultural conditioning.

In “How to Tame a Wild Tongue”, Gloria Anzaldua exposes her feelings about social and cultural difficulties that Mexican immigrants face when being raised in the United States. She establishes comparisons among English, Spanish and their variations and how cultural imperialism influence on people’s “preference” to speak one language rather than the other. She brings to debate important social problems such as sexism, cultural imperialism, racism, low self-esteem, reprimand, and identity construction. The author brilliantly starts the article with a metaphor in which she defines the acculturation process as something extremely violent and cruel. In addition, the article aims at showing both sides of the acculturation process: the Anglo side and the Hispanic side. On the Anglo side, there is the urgency of adaption. In other words, if an individual choose to immigrate to the United States, he should embrace the language and culture in order to be “accepted”; on the Hispanic side, there are the Mexican parents who want their children to succeed and live the American Dream, thus they’d better speak proper American English with minimum or no accent. It seems that all the author desires is to be able to freely speak Chicano Spanish and have their own language and identity respected. According to the article, some progress has being made. There are books published in Chicano Spanish, and political parties who defend Chicano’s rights. Nonetheless, there is still an interrogation mark with regards to their race, identity, language, culture, sense of belonging, freedom to express their thoughts in whatever English/Spanish variation they want and sexism due to the “macho” features of Latinos in general. In addition, the author expresses her feeling of outrage, exposing how Chicano Spanish is belittled by Latinos and Anglo people. To conclude the author points out that Chicanos are linguistically orphans and how it seriously affects their self-esteem.

Response:

The article “How to Tame a Wilde Tongue” by Gloria Anzaldua is extremely valuable since it brings to discussion important social issues such as sexism, cultural imperialism, racism, low self-esteem, reprimand and identity formation. The article has a solid argument base which can be corroborated by scholars such as Foucault, Goffman, Zizek and Fanon. Although it was publish in 1987 as part of Anzaldua’s book “Borderland/ La Frontera”, she was a contemporary of the Chicano Movement in the 60s. Culturally, she was influenced by the social turmoil when she wrote the article. In other words, the richness of her writing goes beyond knowledge, it also comes from personal experience.

One of the article’s strengths is clearly stated by the author when she qualifies the acculturation process as violent. She uses the term “linguistic terrorism” and explains how the First Amendment is violated, when an individual has his form of expression attacked with intend of censure. Another interesting point is the view of languages as subjective and passive of changes that go beyond new grammatical rules. Those changes incorporate social and cultural factors. In addition, there is an intriguing questioning on whether identity construction is a social input and to what extent individuals have control upon their own identity formation. All these thoughts were developed by the author among social turmoil caused by the Chicano Movement and I strongly believe that it contributed to the general strength of the article. Historically speaking, the Mexican- American society in California and Texas had been going through over twenty years of segregation. Among the claimed civil rights was the right to quality education in which Mexican-Americans would receive equal college opportunities and not merely be pushed into vocational schools. Mexican-American children or Chicanos, would be ashamed of their origins and of speaking Spanish since they were physically and psychologically punished at school for speaking Spanish in the classroom. Cultural imperialism promoted a stereotyped and stigmatized Mexican population: passiveness and low intellectual aptitude resulted in thousands of students dropping out of school.

At this point, I strongly believe that the author exposed her feelings and experience supporting them with historical facts in a very effective way. In a country where the First Amendment states, “Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or the press; or the right of the people peaceably to assemble, and to petition the Government for a redress of grievances.” (Find Law); one should have the right to live according to their cultural backgrounds up to the point of not overstepping the bounds of the others. That said, I strongly disagree with the author, when she states, “[…] until I’m free to write bilingually and switch codes without having always to translate, while I still have to speak English or Spanish when I’d rather speak Spanglish, and as long as I have to accommodate the English speakers rather than having them accommodate me, my tongue will be illegitimate” (Anzaldua, 1987, p.80). One have the right to freedom of expression and might protest for things he believes will benefit society; however, how can one demand the majority to accommodate the language needs of the minority, when the official spoken language in the country, in this case the United States is English? At this point in the article, I sense that the author’s outrage oversteps the limit of common sense and she basically desires to pay back all the segregation she has faced so far in her life. I’d like to provide an example out of the American context in order to illustrate better my thoughts. Brazil is a country that received many Asians and Europeans immigrates during and by the end of World War ll. The official language is Brazilian Portuguese, there are many Italian, Japanese and German communities. Those communities are small when compared to the rest of the Brazilian population. Do Brazilians learn Italian to talk to Italians or do Italians learn Portuguese because they are living in Brazil and need to be able to integrate themselves into the Brazilian society? Are they going to be less Italians because they learn Portuguese? I don’t think so. The point I’m trying to make is: there are many advantages of being multicultural and one should try to accommodate the others’ needs to the best of their abilities. To conclude, I strongly believe that the author has a valid point when it comes to cultural imperialism, sexism, identity construction, racism, low self-esteem and reprimand in a country that has liberty as one of its pillars.

Thesis:

Thesis # 1: Identity construction is indelibly linked to social inputs. It is a variable that depends on political, economic and bellicose hegemony.

Thesis # 2: Language and culture are inseparable; with language suffering variations as the culture varies or changes. Political, economic and geographical conditions will determine cultural characteristics that will result in language variation.

Thesis # 3: Individuals play different roles in society that are pretty much socially determined.

I find global warming an excellent subject to discuss. Maybe the author’s intention was exactly to be thought-provoking, inciting societal changes. Maybe that’s the reason you had so many questions when you finished reading it. It is common knowledge that global warming has affected us in different ways such as climate changing. There are several researches out there with data information that prove the existence of the effects of global warming. Honestly, I don’t believe that planting a garden would be the solution for global warming since the major damage caused to the planet is in industrial scale. Even when multinationals implement social responsibility programs, the pollution scale is exponentially disproportional if compared to the “environmental repair” scale. That said, I’d suggest you to focus on global warming and the ineffectiveness of social responsibility programs.
Just building a garden in your backyard is not going to make up for all the industrial pollution responsible for the carbon dioxide rates of 399 parts per million. You could also discuss about how multinationals take advantage of global warming to promote their trade mark via social responsibility programs.

I’d also suggest you to review grammar and punctuation.

I don’t quite understand your first and third thesis. The second one is pretty much already answered by other scholars.

My peer’s summary

Summary: Article: Michael Pollan, “Why Bother?”

In this article by Michael Pollan, “Why Bother?” we are asked to look into the question of global warming. The author is trying to implant the urgency of what we can do to solve the problem. Is the problem going to be fixed by people making their own choices to help or is it going to be a government push to fix the problem. (?) The article is also covering the point of even if us “Americans” make the changes needed will other places around the world follow the lead and do the same or will our improvements be over powered by other countries’ lack of improvement. We ourpointed out the things that he feels we can do to change, from using areair conditioners less, trying to drive less or trade in your gas guzzling Tahoe’s for more economical battery powered toaster hybrids. Although I feel there are plenty of choices to make, I feel the author picked maybe one of the smallest choices we can of planting your own garden. Planting a garden is great, I agree but, out of all the things we can do I don’t see that being a significant change. How much can planting a garden help? Michael Pollan brings up the “cheap-energy mind” and how everything translates to money, that it will take incentives to make people make the changes needed. We are pointed out threw out the article of “Why Bother” and if you do bother why going green is important. Change your carbon foot print in the world and make your change, stop spending your hard earned money on what other people provide for you and provide yourself with your own home grown garden.

Response:

When first reading this article, I was grasped by the importance of it. Michael Pollan did a great job of bringing the reader into what he feels is a huge challenge for the world to overcome. We are leadon to believe that if we don’t do anything ourselves we could be pushed or forced too. He goes back as far dated as when Al Gore was president, and his urgency in the situation. But just how bad are we? I don’t feel that there were enough statistics stating where we stand today. Although I do agree we need to make changes I also feel after reading the article and speaking about it to others and getting their opinions I feel that the opinions of others steered me away from my original feeling that I should run out and plant my own garden and purchase a hybrid vehicle stop eating meat and never turn on my air conditioner.It took me 20 minutes to read an article that made me feel I should do my part but then it took 5 minutes in a conversation to make me rethink it, after asking others there believes some have made me question is global warming really effecting are daily lives or is it a government conspiracy? We are given the option of planting our own garden and what an impact it will make, but I do not feel there was enough information there about what a garden can do, becausehonestly what can 3 rows of fruit or vegetables in my back yard do (?)and there should have put more in the article to make me feel that it will be worth my while,even though he did go on to tell us that planting a garden can lead to other choices like having your own compost pile but does not go on to provide the reader with what out of our own waste can we use. I do not expect a guide to growing your own garden and making your own compost but feel it left me with too many questions.I was not convinced that by growing my own garden to help global warming, but I was impressed with the fact that if global warming is such a problem and the vast amount of oil and gas we all feel is there went away we would eventually all fall into providing ourselves with our own food. I realize that his point was to grow your own garden but if he wants people to change the way they live their lives and change their carbon foot print he should have focused on some areas that might make a bigger impact. He could have also focused more on what kind of money we can save. He did focus on the incentives some might receive but I want more I want to know what I will gain. For most Americans who have fallen into debt what will this do for me? It is selfish to think about putting money over the condition of the world but in today’s world you almost have to. Even though I have started to change my initial opinion on global warming I have not changed my opinion that we still need to do something, and that’s where I feel the author failed to enforce that even if planting a garden is not what you want to do that there are plenty of options we can choose from. Elaborate on these other options convince me that I can make a change. I do feel this is a great article on global warming and the impact we humans have but feel it left me with too many questions and I will have a lot of research to do to make my own opinion on where I will spend my time helping the cause. I still feel that I am left with the title of the article “Why Bother”?

Thesis #1: How can I “bother” the climate change?

Thesis #2: Is global warming fact or fiction? Or is it a government conspiracy?

The story written by William Faulkner is a mix of suspense and mystery. The narrator speaks on behalf of the town’s collective voice and pictures Miss Emily as a character full of interesting yet strange psychological traits. Besides being a Southern woman who comes from an aristocratic family, who was Miss Emily? Although the townspeople would prefer to see Miss Emily as an idol, the reader could realize that the main character had psychological problems. First, she held her dead father at home for four days in a Freudian denial attitude. Then, when she finally started having a relationship, her insecurity and low self-esteem drove her to buy arsenic and soon after that, her boyfriend mysteriously disappeared. Those elements together would’ve given us an idea of what was happening; however, other elements such as the tax issues and the judgmental tone towards African – American people and women distracted us. Those facts, added to the chronological aspect of the story were mixed, which caused the diversion of the reader’s focus.

The setting reflects Miss Emily’s inner situation. A dark and dusty house, humid and moldy furniture and appliances, antiques, faded colors, tarnished silver and gold objects; all of that, transmit the feeling of an individual who was trying to resist change. Miss Emily wanted to ignore the world and its modifications. Emotionally, she could not face changes. She was buried in her house, in the memories of her beloved father, in her own confused feelings and in her dusty furniture. The elements that composed the physical setting conveyed a gloomy and mysterious mood to the reader. The narrator uses “we”, which denotes a first person plural point of view. The narrator seems to know Miss Emily very well since she/he mentions details of her house and even evaluate Miss Emily as being a “[…] tradition, a duty, and a care; a sort of hereditary obligation upon the town[…]”. The narrator makes clear that Miss Emily was an alive entity who incited curiosity and even fear in the population of Jefferson.

One could attempt to analyze Miss Emily personality going through several different paths; from a person who suffers from conditions such as Schizophrenia to the extreme of classifying her as a sociopath or necrophiliac. Nonetheless, I’ll attempt to sketch her personality profile based on Freudian concepts such as Defense Mechanisms, Oedipus Complex and a concept coined by Kenneth Adams, the Covert or Emotional Incest. Throughout the story, besides a great-aunt and two distant female cousins, Miss Emily did not have any feminine figure cohabiting with her. That makes one wonder how the relationship between Miss Emily and her father was structured without the role of a “mother” between them throughout the years. I believe that her father would establish and reinforce this emotional incestuous relationship by attributing Miss Emily the role of “wife”, which might not have been physical but psychological. That is demonstrated in the story by “We remembered all the young men her father had driven away […]”. When her father died, Miss Emily clung to the body in denial of his death for four days. She was extremely attached to the figure of the father in different aspects and she would fiercely grieve her idealized “husband”. For instance, “[…] none of the young men were quite good enough for Miss Emily and such,” denotes the idealization that Miss Emily would have about her father. In order to interest her, a man would have to resemble her father; not physical, but psychological resemblance. As one could admit, it would be extremely difficult for Miss Emily to fulfill her idealization. As a consequence, she had many years of mourning and developed into an egotist, conceited, attached and perverse individual. As such, the house became her refuge, a place stopped in time, where she could revive her memories and feel psychologically comfortable. After years of grieving, she finally met a person with the possibility of staying with her. Nonetheless, one of Miss Emily’s traits was insecurity, which could also be extended to fear of loss. In an attempt to resolve the situation, she carefully prepared her bridal room and planned Homer Barron’s death. At that point, her contact with reality was disrupted and she started living under the illusion of having Homer Barron as her husband. As opposed to what happened to her father, no one knew Homer Barron was dead. This time, the residents of Jefferson would not be able to take Homer Barron away from her since everyone thought he’d abandoned Miss Emily. Meanwhile, all the gossipy and narrow minded people from the town of Jefferson could not realize that Miss Emily was not just a mere entertaining object but, she was mentally disturbed.

To conclude, I strongly believe that Miss Emily was a lady who had a dysfunctional relationship with her father since her childhood. She and her father had this emotional incestuous relationship in which the father attributed her with duties of a spouse. Later in her life, she started seeing her father as if he was her “husband”. They might have never had a physical incest, but the emotional burden was placed and disrupted Miss Emily’s life until the end. That transformed her in an egotist, attached, insecure and perverse woman.